STUDY SKILLS - ENGLISH LANGUAGE ARTS 2016-17...STUDY SKILLS - ENGLISH LANGUAGE ARTS Grade 7 Credits: 2.5 of 5* ABSTRACT ... Rubrics Oral Presentations Debates Literature circles

APPROVED BY BOARD OF EDUCATION

DECEMBER 20, 2016

ELMWOOD PARK PUBLIC SCHOOLS

STUDY SKILLS - ENGLISH LANGUAGE ARTS

Grade 7

Credits: 2.5 of 5*

ABSTRACT

Study Skills 7: English Language Arts provides a reinforcement of the skills needed to apply to real-world situations.Students will take the time to

master these particular areas so they can build on these skills during Writing Lab and English Language Arts. The fluency of these skills will allow

students to become better writers and increase their comprehension of material throughout all classes. Instructional time will focus on fluency,

vocabulary, comprehension, and sentence construction.

*Study Skills 7, a five-credit course, is divided into two half-year studies in Mathematics and English Language Arts.

2 APPROVED BY BOARD OF EDUCATION

DECEMBER 20, 2016


UNIT:

Unit Title

Number of Days

Unit 1: Fluency

20 days

Unit 2: Vocabulary

25 days

Unit 3: Comprehension

20 days

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJSLS L.7.3.a

Technology 8.1 8.2

21st Century Life and Careers 9.1.8.A.1-3 9.1.8.B.1

9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.F.3

NJSLS L.7.4.a L.7.4.b L.7.4.c L.7.4.d

Technology 8.1 8.2


9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.F.3

NJSLS RI.7.1 RI.7.2 RI.7.3 RL.7.1 RL.7.2 RL.7.3

Technology 8.1 8.2


9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.F.3


DECEMBER 20, 2016


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

● Phonetic principles, context

clues, structural analysis, and

spelling patterns can help

readers figure out unfamiliar

words while reading. ● Fluent readers are able to read

orally and silently with speed,

accuracy, and proper phrasing

and expression, with attention

to text features (punctuation,

italics, etc.).

● People communicate through

words.

● Breadth of vocabulary

dramatically improves

reading comprehension and

involves applying knowledge

of word meanings and word

relationships. The larger the

reader’s vocabulary, the

easier it is to make sense of

text.

● Reading a wide range of print

and non-print texts builds an

understanding of texts, of

themselves, and of different

cultures.

● Readers have different

purposes for reading, including

reading to acquire new

information and reading for

personal fulfillment. The use of

a variety of comprehension

strategies greatly enhances

understanding of text. Among

these texts include fiction,

nonfiction, classic and

contemporary works.

● Different types of texts place

different demands on the

reader. Understanding text

features, text structures, and

characteristics associated with

different text genres (including

print and non-print) facilitates

the reader’s ability to make

meaning of the text.

ESSENTIAL QUESTIONS: (What provocative questions will

foster inquiry, understanding, and

transfer of learning?)

● How do readers prepare for

reading?

● What are readers thinking

about as they read?

● What can a reader do when

● What is the purpose of

communication?

● Where do words or phrases

come from?

● How does word choice affect

● How can readers read and

comprehend literary nonfiction

and informational text on grade

level, reading independently

and proficiently?


DECEMBER 20, 2016


they don’t understand?

● What impact does fluency

have on comprehension?

● Why are strategies important?

meaning? ● What factors make you

understand one story better

than another?

STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASKS: (Through what authentic performance

tasks will students demonstrate the

desired understandings?) (By what criteria will performances of

understanding be judged?)

● Literature reflection journal

● Reader’s theater

● Writer’s notebook

● Film criticism

● Original poetry

● Rubrics

● Oral Presentations

● Debates

● Literature circles

● Document-based responses

● IXL.com




● Film criticism

● Original poetry

● Rubrics


● Debates



● IXL.com




● Film criticism

● Original poetry

● Rubrics


● Debates



● IXL.com

OTHER EVIDENCE: (Through what other evidence (e.g.

quizzes, tests, academic prompts,

observations, homework, journals)

will students demonstrate achievement

of the desired results?) (How will students self-assess their

learning?)

● Reports

● Compositions/Essays

● Homework

● Think Alouds

● Tests/Quizzes

● Discussions

● Notebook assignments

● Peer evaluations

● Bulletin boards of exemplars

● Daily Oral Language

● Reports


● Homework

● Think Alouds

● Tests/Quizzes

● Discussions





● Reports


● Homework

● Think Alouds

● Tests/Quizzes

● Discussions






DECEMBER 20, 2016


RESOURCES:

● IXL.com

● Study Island

● Common Core Clinics

workbooks

● Performance Coach

workbooks

● Newsela

● IXL.com

● Study Island


workbooks


workbooks

● Newsela

● IXL.com

● Study Island


workbooks

● Performance Coach workbooks

● Newsela

STAGE 3: LEARNING PLAN

SKILLS AND TOPICS: (What knowledge and skills will

students know and do as a result of the

unit?)

● L.7.3.a.: Choose language

that expresses ideas precisely

and concisely, recognizing

and eliminating wordiness

and redundancy.

● L.7.4.a.: Use context (e.g., the

overall meaning of a sentence

or paragraph; a word’s

position or function in a

sentence) as a clue to the

meaning of a word or phrase.

● L.7.4.b.: Use common, grade-

appropriate Greek or Latin

affixes and roots as clues to

the meaning of a word (e.g.,

belligerent, bellicose, rebel).

● L.7.4.c.: Consult reference

materials (e.g., dictionaries,

glossaries, thesauruses), both

print and digital, to find the

pronunciation of a word or

determine or clarify its

precise meaning or its part of

speech.

● L.7.4.d.: Verify the

● RL.7.1.: Cite several pieces of

textual evidence and make

relevant connections to support

analysis of what the text says

explicitly as well as inferences

drawn from the text.

● RL.7.3.: Analyze how

particular elements of a story or

drama interact (e.g., how

setting shapes the characters or

plot).

● RL.7.2.: Determine a theme or

central idea of a text and

analyze its development over

the course of the text; provide

an objective summary of the

text.

● RI.7.3.: Analyze the

interactions between

individuals, events, and ideas


DECEMBER 20, 2016


preliminary determination of

the meaning of a word or

phrase (e.g., by checking the

inferred meaning in context

or in a dictionary).

in a text (e.g., how ideas

influence individuals or events,

or how individuals influence

ideas or events).

● RI.7.2.: Determine two or

more central ideas in a text and

analyze their development over

the course of the text; provide

an objective summary of the

text.

● RI.7.1.: Cite several pieces of

textual evidence and make

relevant connections to support

analysis of what the text says

explicitly as well as inferences

drawn from the text.

CROSS-CURRICULAR AND

DIFFERENTIATION: (What cross-curricular (e.g. writing,

literacy, math, science, history, 21st

century life and careers, technology)

learning activities are included in this

unit that will help achieve the desired

results?)

● Report writing

● ELA Skills

○ Literary devices

○ Poetic devices

○ Language skills

○ Analytical skills

● Current events

● Tiered Lessons

● Learning style adaptation

● Project Based learning

● Compacting

● Multimedia presentations

● Open-ended writing

responses

● Report writing

● ELA Skills


○ Poetic devices

○ Language skills


● Current events

● Tiered Lessons



● Compacting



responses

● Report writing

● ELA Skills


○ Poetic devices

○ Language skills


● Current events

● Tiered Lessons



● Compacting


● Open-ended writing responses

● Conclusions and analysis of


DECEMBER 20, 2016



exploratory activities

● Research reports

● Applicable career options are

discussed as they arise

throughout the course.

● Student created rubrics

● Student published pieces

● Teacher/student conferences

Differentiation: Special Education:

● Incorporate modifications as

dictated in the student’s IEP.

● Collaborate with resource

teacher and parent.

● Use teacher-created templates

for complex content.

● Use positive reinforcement.

● Modify lesson as needed

according to ability (i.e.

provide a kinesthetic learner

the option to create a physical

representation of the content

instead of a 2D essay).

● Provide peer to help student

stay on task.

● Modify or reduce

assignments.

● Reduce length of














teacher and parent.











stay on task.


assignments.














teacher and parent.











stay on task.


DECEMBER 20, 2016


assignments.

● Increase one-to-one time.

LEP:

● Use cooperative grouping.

● Provide written and oral

instructions in a variety of

ways (SDAIE).

● Encourage support from

native language speakers who

are more proficient in

English.

● Extend time for completing

assignments.

● Enlist parental support.

Gifted and Talented:

● Create a sequel blog.

● Keep a daily classroom blog

about their unit experience.

● Research more challenging

poetry with the theme of

“(not) growing up.”

● Write original poem about

growing up and perform the

poem as a skit or miniature

play instead of an oral

recitation.

● Assessment is conducted in a

assignments.


LEP:




ways (SDAIE).




English.


assignments.













recitation.


● Modify or reduce assignments.

● Reduce length of assignments.


LEP:




ways (SDAIE).

● Encourage support from native

language speakers who are

more proficient in English.


assignments.







poetry with the theme of “(not)

growing up.”






DECEMBER 20, 2016


culminating poetry recitation

performance that is video

recorded, placed on CD, and

uploaded to the class website

for parents and peers to view.

● Content should include:

abstraction, complexity,

variety, and organization,

higher order thinking skills,

open-ended thinking,

discovery.

● Environment should include:

centered learning,

independence, openness,

complexity, and groups

varied Activities aligned with

above level texts

● At Risk:

● Tiered interventions,

foundations double dose,

NJDOE resources

● ELL:

● Strategy groups, teacher

conferences, graphic

organizers, collaboration with

the ELL teacher

● ELL Students- Instruction

will be based on language

proficiency.











discovery.


centered learning,




above level texts

● At Risk:



NJDOE resources

● ELL:




the ELL teacher



proficiency.

recitation.












discovery.


centered learning,


complexity, and groups varied

Activities aligned with above

level texts

● At Risk:



NJDOE resources

● ELL:




the ELL teacher

● ELL Students- Instruction will

be based on language

proficiency.


DECEMBER 20, 2016


UNIT: Unit Title

Number of Days

Unit 4: Sentence Construction

20 days

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJSLS L.7.1.a L.7.1.c L.7.1.c L.7.2.a L.7.2.b

Technology 8.1 8.2


9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.F.3


DECEMBER 20, 2016


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

● Sentences must be complete

and clear. Variety in sentence

structure helps to engage the

reader and make meaning

more clear. Sometimes,

unconventional sentence

structure is appropriate for an

intended effect upon the

reader.

● Different types of structures

are appropriate for different

purposes, audiences, and

different forms of writing.

Paragraphs and whole texts

must be unified and coherent.

● Structural elements such as

context, meaningful order of

ideas, transitional elements,

and conclusion all help make

meaning clear for the reader.

● A noun is a word for a

person, place, thing, or idea.

● A pronoun is a word used in

place of a noun.

● The verb in a sentence

expresses action or being.

● An adjective is a word used to

modify or describe a noun or

a pronoun.

● An adverb describes or


DECEMBER 20, 2016


modifies a verb, an adjective,

or another adverb, but never a

noun.

● A preposition is a word

placed before a noun or

pronoun to form a phrase

modifying another word in

the sentence.

● A conjunction joins words,

phrases, or clauses, and

indicates the relationship

between the elements joined.

● An interjection is a word used

to express emotion. It is often

followed by an exclamation

point.

● Grammar rules help the writer

to avoid confusion.

● Standard grammar and usage

are important in making

meaning clear to the reader.

ESSENTIAL QUESTIONS: (What provocative questions will

foster inquiry, understanding, and

transfer of learning?)

● Why is it important for

writers to use appropriate

grammar, usage,

capitalization, punctuation and spelling?

● Why is it important to know

the eight parts of speech as

they apply to effective

communication?


DECEMBER 20, 2016


● How can you identify a verb?

● How do you identify (not just

define) a noun?

● Why is proper grammar

important?

● How can using grammar rules

make me a better

writer/communicator?

STAGE 2: ASSESSMENT EVIDENCE PERFORMANCE TASKS: (Through what authentic performance

tasks will students demonstrate the

desired understandings?) (By what criteria will performances of

understanding be judged?)




● Film criticism

● Original poetry

● Rubrics


● Debates



● IXL.com

OTHER EVIDENCE: (Through what other evidence (e.g.

quizzes, tests, academic prompts,

observations, homework, journals)

will students demonstrate achievement

of the desired results?)

● Reports


● Homework

● Think Alouds

● Tests/Quizzes

● Discussions



DECEMBER 20, 2016


(How will students self-assess their

learning?)




RESOURCES:

● IXL.com

● Study Island


workbooks


workbooks

● Newsela

STAGE 3: LEARNING PLAN

SKILLS AND TOPICS: (What knowledge and skills will

students know and do as a result of the

unit?)

● L.7.1.b.: Choose among

simple, compound, complex, and

compound-complex sentences to

signal differing relationships among ideas.

● L.7.1.c.: Place phrases and

clauses within a sentence,

recognizing and correcting

misplaced and dangling modifiers.

● L.7.1.a.: Explain the function

of phrases and clauses in general

and their function in specific

sentences.

● L.7.2.a.: Use a comma to

separate coordinate adjectives

(e.g., It was a fascinating,


DECEMBER 20, 2016


enjoyable movie but not He wore

an old[,] green shirt).

● L.7.2.b.: Spell correctly.

CROSS-CURRICULAR AND

DIFFERENTIATION: (What cross-curricular (e.g. writing,

literacy, math, science, history, 21st

century life and careers, technology)

learning activities are included in this

unit that will help achieve the desired

results?)

● Report writing

● ELA Skills

o Literary devices

o Poetic devices

o Language skills

o Analytical skills

● Current events

● Tiered Lessons



● Compacting



responses










Differentiation:


DECEMBER 20, 2016


Special Education:




teacher and parent.











stay on task.


assignments.


assignments.


LEP:




ways (SDAIE).





DECEMBER 20, 2016


English.


assignments.


Gifted and Talented











recitation.












discovery. ● Environment should include:

centered learning,


DECEMBER 20, 2016





above level texts

At Risk:



NJDOE resources

ELL:




the ELL teacher



proficiency.


DECEMBER 20, 2016


Documents

STUDY SKILLS - ENGLISH LANGUAGE ARTS 2016-17...STUDY SKILLS - ENGLISH LANGUAGE ARTS Grade 7 Credits: 2.5 of 5* ABSTRACT ... Rubrics Oral Presentations Debates Literature circles